ELEMENTARY EDUCATION PROGRAM STUDENT TEACHING HANDBOOK

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Curriculum and Instruction 463: Seminar Kindergarten--Middle School Teaching

Curriculum and Instruction 464: Student Teaching in the Elementary School

Curriculum and Instruction 465: Student Teaching in the Kindergarten

TABLE OF CONTENTS

Names and Addresses of Field Experience Personnel………. iii

Before Student Teaching Overview of the Elementary Teacher Education Program………. 1

Summary of UW-Madison Elementary Education Field Experience Programs………… 2

Student Teaching Eligibility Requirements……… 3

Options for Full-Time Student Teaching.………. 4

International Student Teaching……… 4

Milwaukee Schools……….………….. 4

Partner School Network………. 5

Special Students………. 5

Student Teaching Placement Procedures .………. 6

The Student Teaching Placement Process………. 6

Guidelines for Placement Visits to Schools..………. 6

Grade Level Requirements………. 7

Diversity Requirement……… 7

The Student Teaching Semester The Student Teaching Experience……….. 8

Curriculum and Instruction 463: Seminar………. 8

Roles of the Student Teaching Triad Members………...……… 9

Role of the Student Teacher……… 10

Student Teacher Responsibilities and Experiences……… 10

Role of the Cooperating Teacher………. 13

Responsibilities of Cooperating Teachers……….. 14

The Cooperating Teacher as a Teacher Educator………... 15

Role of the University Supervisor……… 16

Role of the Principal……… 16

Student Teacher Placement and Orientation……….. 16

Role of Cooperating Principal During the Semester……….. 17

Summary of General Program Requirements for Student Teachers……… 17

Establishing Expectations among the Triad Members……… 20

Negotiating a Statement of Expectations……… 21

Questions to Ask………. 21

Timeline………. 22

Evaluation of the Student Teacher………... 23

The Evaluation Process……….. 23

Criteria for the Assessment of Student Teachers……….….. 24

The Electronic Teaching Portfolio………. 24

The Teaching and Learning Presentation……… 25

General Policies, Procedures, and Resources Student Policies……… 27

Wisconsin D.P.I. Requirements for Cooperating Teachers………. 29

Program Evaluation Procedure……… 29

Job Search Procedures………. 29

Teaching Certification and Licensing Policies………... 29

Reference Letters……… 30

Education Portfolios and Career Services………... 30

After Graduation………. 31

Professional Organizations………. 31

Field Experience Liaison Committees………. 32

Clinical Associates Committee………...……… 32

UW Coordinator of Elementary Education Student Teaching Program…………. 32

Support Service for Cooperating Teachers………. 33

Appendices Appendix A: UW-Madison Teacher Education Standards……….………….

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Appendix B: Teaching or Observation Issues………. ₃₆

Appendix C: Sample Student Teaching Timeline……….. ₃₉

Appendix D: Guidelines for Writing Evaluation & Reference Letters……….……. ₄₀

Appendix E: Sample Reference Letter……….……….….. ₄₂

Appendix F: Supervisor and Seminar Evaluation Form……….. ₄₄

This handbook has been prepared by a committee composed of University faculty and staff, cooperating teachers, and student teachers. It is our hope that this handbook will support your involvement with the University of Wisconsin-Madison Elementary Education Student Teaching Program and make your experience more effective and rewarding.

Carl Grant, Student Teaching Program Director

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Program Director

Prof. Carl Grant UW-Madison 263-6586 [email protected] 574 Teacher Education Building

225 N. Mills St.

Madison, WI 53706-1795 Administrative Assistant

Pam Odorizzi UW-Madison 263-4661 [email protected] 556 Teacher Education Building

225 N. Mills St.

Madison, WI 53706-1795

Note: Your U.W. Supervisor will provide you with her/his address and phone number. Messages can be left with the program administrator for all UW supervisors.

Madison Metropolitan School District (MMDS)/UW Liaison

Lisa Wachtel MMSD Administration Bldg. 663-5216 [email protected] 545 W. Dayton Street

Teaching and Learning Madison, WI 53703-1995 UW Coordinator of Elementary Education Student Teaching Program

Jo Richards UW-Madison 263-4054 [email protected] 574 Teacher Education Building

225 N. Mills St.

Madison, WI 53706-1795 UW Education Academic Services (EAS)

Jeffrey Hamm, Associate Dean UW-Madison 265-2745 [email protected] 139C Education Bldg.

1000 Bascom Mall Madison, WI 53706 UW Education Portfolios and Career Services (EPCS)

Steve Head, Director UW-Madison 262-1755 [email protected] 141 Educational Science Bldg.

1025 W. Johnson St. Madison, WI 53706

BEFORE STUDENT TEACHING

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The Elementary Teacher Education Program serves students who are pursing teacher certification in one of two areas: Early Childhood – Middle Childhood (EC-MC) and Middle Childhood – Early

Adolescence (MC-EA).

Mission Statement of the Elementary Education Program

To provide an intellectually challenging professional program that promotes social justice through multicultural education and critical reflection.

This entails educating teacher leaders who:

• Are well educated in academic content and dedicated to continued learning; • Recognize the powers, limits, and controversies of particular disciplines;

• Understand that identity1 shapes all thinking and action: their own, their students’ and that of all those connected to schooling;

• Know that institutions like schools have the potential to both perpetuate inequities and effect change in society;

• Work for social justice through research-based curricular planning and instructional practices that promote high academic achievement for all students, particularly those who have been

historically underserved;

• Are responsive to their students’ needs by learning from their teaching, collaborating with other professionals, and changing their practices;

• Welcome, recruit and work as partners with families, caregivers and community members; and

• Contribute to and benefit from communities of professional practice.

Standards-Based Assessment

The Elementary Education Program uses a standards-based assessment system to support and evaluate the professional development of pre-service teachers. This performance-based assessment system will document knowledge and skills necessary for teacher certification relative to the UW-Madison Teacher Education Standards (Appendix A). Cooperating teachers will provide feedback to university supervisors for standards assessment.

The program provides multiple opportunities for students to learn content related to the standards, as well as multiple opportunities for them to demonstrate that learning. Each course and field experience will specify its links to the UW-Madison Teacher Education Standards in syllabi. In all courses except student

1 _{By identity we mean to include such categorical markers as race, ethnicity, culture, language, socioeconomic}

teaching, instructors evaluate student standards-based performance using a 2-point rubric: 1) Insufficient Evidence or 2) Sufficient Evidence. Student teaching is evaluated on a four-point rubric: 1)

Unacceptable, 2) Emerging, 3) Acceptable, and 4) Exemplary. In addition, prior to student teaching, students submit artifacts identified by instructors for inclusion in the electronic teaching portfolio that provide evidence of learning.

The student teaching semester is the final stage in the Elementary Teacher Education Program at the University of Wisconsin-Madison. The required five-semester sequence of professional education courses is as follows:

1st Semester

CURRIC 364: Introduction to Education: Preschool – Middle School

CURRIC 425: Concerns & Constraints in Teaching Young Children (EC/MC)

CURRIC 340: Elementary Teaching Practicum I (This community-based practicum places students in day care centers, after-school programs, community centers, and tutoring

programs. Placements are for four hours, typically T&R 3-5 or 4-6PM. ECMC stdts may be placed from 8-12AM one day per wk. Accompanying weekly seminar is held on campus.) 2nd Semester

CURRIC 368: The Teaching of Reading CURRIC 369: The Teaching of Language Arts CURRIC 422: The Teaching of Children’s Literature CURRIC 506: Strategies for Inclusive Schooling

CURRIC 367: Elementary Teaching Practicum II (In this practicum students are placed in pairs three mornings per week. An accompanying weekly seminar is held on campus.)

3rd Semester

CURRIC 370: Teaching Mathematics CURRIC 322: Teaching Art

CURRIC 373: Elementary Teaching Practicum III (Both morning and afternoon placements are available during this practicum. An accompanying weekly seminar is held on campus.) 4th Semester

CURRIC 371: Teaching Social Studies CURRIC 372: Teaching Science CURRIC 354: Teaching Music

KINES 323: Physical Education for Elementary School Children

CURRIC 440: Elementary Teaching Practicum IV (This practicum has afternoon placements three times a week. An accompanying weekly seminar is held on campus.)

5th Semester

CURRIC 463: Seminar in Kindergarten through Middle School Student Teaching CURRIC 464, 465, or 498: Student Teaching

Additionally, students select a variety of courses in Educational Psychology and Educational Policies Studies and must complete required courses and experiences in health education, inclusion, environmental education and human relations. Elementary education students must also select a minor area of study chosen from a current list of approved subject areas. Minor requirements vary from 22-27 credits, depending on the subject area of interest.

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School-based placements (practicum) prior to the student teaching semester have two elements: a site placement with a practicing educator in an educational context three half-days per week for nine weeks.

Students are required to do observations, supervise small groups, develop lesson plans for instruction, and teach a series of lessons in the related subject areas. Students are supervised by university staff who visit students on site and conduct observations and conferences related to their professional development. In addition, students participate in a weekly seminar in which they will discuss their experiences in the field. The Student Teaching Program is an 18-20 week (extending over the entire school semester) full-day teaching experience in schools in Madison and the surrounding area. Students participate in either the Professional Development Program (PDS) or the Elementary Student Teaching Program (ESTP) at the certification level they have chosen. Both programs are designed to give students input in determining their school placement and cooperating teacher. Students must lead teach for a minimum of two weeks in the classrooms and must participate in a community experience that helps them interact with the students and their parents outside of the classroom to learn about the communities in which their students live. A seminar is conducted each week to allow students to reflect on their experience, learn from one another, and discuss ideas and topics that are relevant to the beginning teacher.

Required Field Experiences in all Programs of the Elementary Education Major (EC-MC, MC-EA) CURRIC 340 Elementary Teaching Practicum I

CURRIC 367 Elementary Teaching Practicum II CURRIC 373 Elementary Teaching Practicum III CURRIC 440 Elementary Teaching Practicum IV CURRIC 464, 465, or 498: Student Teaching

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Prerequisites

 MC/EA Program – Completion of the following courses: Curric. 364, 368, 369, 422, 506, 322, 370, 371, 372, 354; Kines. 323; and practica: Curric. 340, 367, 373, and 440.

 EC/MC Program – In addition to the required courses listed above, students enrolled in the EC/MC program must also complete the following course: Curric. 425.

 The student must possess an overall G.P.A. of at least 2.5.

 Content Exam – Beginning September 1, 2004 students must pass the state mandated content exam in their area of certification (EC-MC, MC-EA) in order to receive a teaching license in the state of Wisconsin. Students will be able to take this examination any time after being admitted to the program and before student teaching.

 Tuberculosis Test – The negative results of a tuberculin skin test (or x-ray result) must be submitted to Education Academic Services (EAS) one semester prior to the student teaching semester. EAS and University Health Services provide two clinics per year to help accommodate Education students in fulfillment of this requirement, at no cost to enrolled students. Watch for postings and emails from EAS.

 Criminal Background Check – Some school districts require that an additional criminal background check be done on students prior to the beginning of their student teaching semester.

 To be recommended for certification, students must achieve a minimum G.P.A. of 2.75 based on coursework in the major, minor, and professional education coursework excluding work in clinical programs.

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International Student Teaching

International student teaching experiences are available to a limited number of students in the School of Education who are seeking opportunities to enrich their preparation for teaching by including global experiences in an educational environment that is culturally different from their own. The international experience is not a substitute for the entire regular student teaching experience. Rather, the student will be required to complete ten weeks of the student teaching experience in a local school prior to

undertaking the ten week international assignment. Students participating in the international teaching experience register on the Madison campus for their regular and their international student teaching assignments. Costs vary depending on the program, and fees are assessed and the program is coordinated in collaboration with International Academic Programs.

Students placed in international teaching assignments are expected to be in school, on-the-job daily during their assignment with expectations for performance paralleling those which are usually required in a local teaching assignment.

To be eligible for an international student teaching placement, the student must:

 meet student teaching eligibility requirements as determined by the School of Education and the student's major subject area or program;

 have the approval of the student teaching program director in his or her subject area and the international program director (Maggie Hawkins);

 successfully complete coursework, the pre-student teaching practica and a ten-week, full-time student teaching experience in a Madison area (or other local) school prior to the international experience; and

 participate in all of the orientation seminars held for international student teachers, t here are approximately, three such meetings immediately preceding the actual international assignment. Students will be given information about international student teaching possibilities in the third semester of their UW program. At that time they will be directed to informational resources about programs, costs, and application procedures.

Milwaukee Schools

The Milwaukee student teaching option accommodates students who wish to have a more urban student teaching experience than what is available in Madison and surrounding districts and who wish to eventually teach in an urban community. The student teaching placements are currently made by the Director of the UW System Institute for Urban Education and/or UW-Madison faculty and staff.

Placements are made in which the UW System Institute for Urban Education and/or UW-Madison faculty and staff have worked diligently to establish partnership relations with the administration and faculty. Since the UW-Madison is one of many teacher education institutions that seek placements for student teachers in Milwaukee, students do not have as great a choice of assignments as they do in the Madison or area districts.

Interested students must indicate a preference for a Milwaukee placement the semester before student teaching, attend an informational meeting, be interviewed by the program director (Carl Grant) and the director of Urban Education. If selected to participate students attend several preparatory meetings prior to the student teaching semester. Placements may be made somewhat later than for those students who wish to remain in the Madison or area district schools. Once an assignment has been made, a student will have an opportunity to arrange a visitation at the school to meet with the participating cooperating teacher before the student teaching semester begins.

A supervisor designated by the UW-System Institute for Urban Education and/or UW-Madison will visit the student teacher 6 times during the semester and be available by e-mail and phone for mentoring. Additionally, students will attend a 2 credit seminar in Milwaukee and participate in community involvement activities to further their knowledge of urban teaching, community and culture.

Partner School Network

The Partner School Network is a partnership in teacher education involving the Madison Metropolitan School District (MMSD), Madison Teachers' Incorporated (MTI), and the School of Education at UW- Madison to provide a unique opportunity for students to forge on-going professional and community relationships by working in specific school-based cohort groups over the practicum II, III, IV, and student teaching semesters. The primary aim of this program is to prepare people to be successful teachers in culturally diverse schools serving racially, economically, and linguistically diverse populations of children.

In this program students:

 are grouped together in supportive cohorts made up of peers working at different levels of the field experience sequence;

 receive consistent on-site supervision by established, school-based supervisors who are knowledgeable about and involved with school procedures, curriculum, faculty, families and community as well as university requirements and curriculum;

 participate in weekly seminars at the schools. These seminars, which address topics generated collaboratively by supervisors and students, include frequent contributions from school/university personnel and community members;

 participate in local community events and activities in order to develop intercultural competence and forge caring relationships with children and families outside of school; and

 are expected to fulfill all elementary education requirements and maintain an acceptable grade point average for all elements of the program.

Application to the Partner School Network program is an option open to all interested students in the UW-Madison Elementary Education program who are committed to the Partner School Network mission for urban teaching preparation. Typically, Partner School Network supervisors visit the "Introduction to Elementary Education" courses to share information about the partnership and solicit applications for the program, which starts during the literacy Practicum II semester.

Molly Garner is director of the Partner School Network. Students wishing to obtain further information about recent developments in the program or about the application process should go to the Partner School Network website at: http://psn.education.wisc.edu/TheNetwork.aspx .

Special Students

Students who are adding elementary certification to another teaching credential and who are classified as

Education Specials should consult one of the student teaching program directors to determine the specific

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The Student Teaching Placement Process

Student teaching placements are obtained the semester prior to the student teaching experience. The following procedures are used in the placement process.

 Education Academic Services (EAS) solicits participation of area schools and teachers.

 Student teachers are notified by EAS to attend an orientation meeting to learn about the interview- observation-final placement process.

 Elementary student teaching program staff interview student teacher applicants.

 Based on preferences expressed in the interview, students are initially given two classrooms in which to observe during the specified observation period and may request more, if needed, to make the choice for their final placement.

 Cooperating teachers are also given the opportunity to express preferences regarding the students who have completed observations in their classroom.

 Final student teacher/cooperating teacher assignments are made by the program coordinator

Professor Grant (Note: It is recommended that UW-Madison students are not placed in classrooms in which any other UW practicum students and/or student teachers are placed from other teacher

preparation institutions).

 Final placement letters are prepared by EAS to mail to cooperating teachers and mail or distribute to the student teachers.

 EAS prepares and distributes assignment lists to the program coordinators and cooperating schools. Because of the number of individuals involved in the placement process, and because established procedures have been approved by cooperating school personnel, under no circumstances should a student contact a school to arrange her or his own placement. The contact person for special requests is the Program Coordinator, Room 574, Teacher Education Building.

Because of the large number of applicants and geographical restrictions, it must be emphasized that individual location requests cannot always be honored. Students are informed of their student teaching assignments during the latter part of the semester immediately preceding the student teaching semester.

Guidelines for Placement Visits to Schools

As stated earlier, students will visit two or more classrooms during the semester preceding student teaching for the purpose of choosing a placement. These visits include observation time and are

scheduled at times that are convenient for both students and cooperating teachers. It is recommended that students spend at least one-half day at each potential placement. In arranging these visits, the students should adhere to the following suggestions.

 Contact the cooperating teacher via phone to introduce yourself and to determine a convenient date and time for the observation. Cooperating principals and teachers will have been notified that you will be contacting them.

 Be prompt for the observation.

 Report first to the main office of the school giving your name and the purpose of the visit. The student may then be directed to the teacher's classroom or the teacher may come to the office to greet the student teacher.

 Observe attentively, show interest, and interact with the pupils/teacher when appropriate. It is desirable that students meet with the cooperating teachers alone, at some point, to discuss the following questions, the answers to which may help them choose their final placement.

 What activities, subjects, or units of study will be taught during the semester? For what units/topics will the student teacher be responsible?

 What is the general background and ability level of the children in the classroom?

 What are the cooperating teacher's general instructional objectives/goals?

 What texts, instructional materials, etc., are used?

 What materials/resources will be available to the student teacher?

 What elements of the UW teacher education standards and electronic portfolio requirement will be worked on during the student teaching semester?

 How is the school day structured? What is the length of each class period?

 How does instruction take place (e.g., one large group, small work groups)?

 What classroom management principles are incorporated in the classroom?

 What are the special duties of the teacher outside of classroom teaching (e.g., before and after school, supervision of corridors or playgrounds, etc.)

 What opportunities will the student teacher have to engage in collaborative teaming and on-site professional development?

 What kinds of opportunities are there for the student teacher to connect with parents, families, and the neighborhood community?

 What preparation or planning prior to the experience would be helpful for the student teacher?

Since the length of the visit is often limited by the cooperating teacher's class schedule, it is important that the student be somewhat selective in determining which information is essential for advance planning and which may be deferred until beginning the actual student teaching assignment. It is recommended that the student teacher arrange to observe at least one of the cooperating teacher's classes on the day of the visit.

Please note the following placement and scheduling requirements:

 Dates of the student teaching experience follow the local school calendar (in terms of beginning and ending dates). Under this plan, fall semester assignments typically begin after Labor Day and end the latter part of January. Spring assignments will begin the latter part of January and end in early June. Students should plan their living accommodations accordingly.

 Grade Level Requirements: Students should be aware of the grade level distribution requirements that apply to the four practica and student teaching experience. It is required that students earning an EC-MC certification have experience working with three of the following levels: PreK, K, 1-2, and 3-6. Similarly, it is required that students earning a MC-EA certification have experience working with the following grade levels: 3-5 and 6-8. MC-EA students may be placed in grade levels 1-2 for their practica, but will only be able to student teach in grade levels 3-5 and 6-8.

 Diversity Requirement: Of the four semesters the students are in the schools for their 367 Literacy, 373 Math/Art, 440 Social Studies/Science practica and their 464/465/498 student teaching, at least one must be in a diverse school. Diverse schools are designated by the school district as having numbers of children at or above the average percent of children in the district who are

THE STUDENT TEACHING SEMESTER

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The student teaching experience is very important to the process of learning to teach. The program is designed to encourage students to assume active roles in their own learning during the student teaching semester (e.g., through the Statement of Expectations). The program is also designed to encourage the active involvement of cooperating teachers in planning specific activities for the student teaching experience. It is expected that by the end of this experience, students will be ready to begin careers in teaching and that they will be prepared to continue to learn about teaching throughout their careers. The student teaching program staff firmly believes that the placement of student teachers in classrooms by itself does not guarantee an educative experience. It cannot be emphasized enough that careful planning of the experience (e.g., utilizing the Statement of Expectations, Timeline, etc.) is crucial to its success. Whatever triad members plan can always be revised as the need arises, but careful planning that includes input from all members is essential.

This student teaching program is designed to help prepare teachers who are reflective about their work and responsive to the cultural needs of their students, and who are willing and able to assume active roles along with other school personnel and community members in shaping school policies that provide equity and social justice for all students. Because of this emphasis on reflective teaching, culturally responsive teaching, and the need for teachers to continue to learn about teaching throughout their careers, three aspects of the student teacher's work are of particular concern.

1. What student teachers do during the experience in the classroom, in the school, and/or with parents and colleagues, etc. (the concern is with the value and relevance of the activities, how culturally engaging they are, and how successful they are in teaching each and every student).

2. How student teachers think about, analyze, and modify their classroom actions, and how they show evidence of learning from their teaching (including their mistakes).

3. The student teachers’ willingness to take risks and experiment with materials and methods that may be new and/or challenging.

This general program orientation is more fully elaborated in the section of this handbook entitled Criteria

for the Assessment of Student Teachers. All of the specific evaluation criteria listed in this section reflect

a commitment to preparing teachers who are able to monitor their practice and improve their teaching throughout their careers. The student teaching experience is intended to further the capacity of student teachers to learn from experience and should not be viewed merely as a time to apply things previously learned. Student teaching is hard work for all triad members. It can also be a very rewarding experience for all persons involved if there is careful planning and regular monitoring of the experience. The remainder of this section of the handbook is intended to assist student teachers, cooperating teachers, university supervisors, and principals in planning a student teaching experience that is educative and productive for everyone involved.

Curriculum and Instruction 463: Seminar in Elementary Classroom Teaching

The seminar meets every week for approximately two and one-half hours. Generally, the purpose is to help students clarify and revise their teaching goals and their positions on a wide range of educational issues. Although the seminar is related to and builds upon students’ classroom experiences, it is not intended solely to provide specific methods and techniques for direct application to particular classrooms. On the contrary, because students are not merely being inducted into a particular school setting but into the profession in a wider sense, the seminar is designed primarily to help students broaden their

procedures and are developing competence within a single classroom. Consequently, many of the issues that are examined in this course are designed to help students establish reflective "habits of thought" (e.g., ability to evaluate one's own teaching) which are conducive to and will provide a foundation for

continued growth as a teacher rather than providing techniques and procedures to solve immediate classroom problems.

Although the content will vary somewhat according to the individual instructor, the following are examples of the kinds of issues that are generally addressed:

 teaching English Language Learners (ELLs);

 exploring alternative views on organizing and managing a classroom;

 planning for units of study;

 designing and using educational media in the classroom;

 examining, analyzing and evaluating curriculum design;

 acquiring pedagogical content knowledge;

 discerning the hidden curriculum in the classroom;

 discovering non-instructional teacher roles (e.g., working with parents, teacher unions);

 educating for a multicultural society; and

 learning how legislation and regulations affect classroom practices.

Students are expected to complete several types of seminar assignments. Most, but not all, of these assignments will be directly linked in some way to the students’ classroom experiences. For example, students may be asked to complete such tasks as analyzing video tapes of their own or someone else's teaching, conducting a case study of an individual child, leading a discussion on an educational issue or conducting an action research project. Assignments will vary among the different sections of the seminar but all of the tasks will be flexible enough to allow for adaptation to a wide variety of classrooms.

Supervisors will provide a copy of the seminar course syllabus for each cooperating teacher.

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Each of the triad members - student teacher, cooperating teacher, university supervisor - brings to the student teaching experience a set of expectations for the behaviors or performances of each other. While there are a number of forces that influence individual role performance, the most influential determiner of any given role is the expectations held by others: the school, community, the university, and Wisconsin Department of Public Instruction. In the triad relationship, perceptions of roles, acceptable behaviors, and appropriate classroom procedures, etc., held by each triad member will influence interpretation of actions that evolve over the student teaching semester. Thus, at the outset of the student teaching experience, it is important to negotiate common expectations held for the performance of each member of the student teaching team.

Effective communication and interaction among team members can be enhanced if expectations are clarified and understood. For example, while electronic mail can be an effective communication tool among the members of the student teaching triad, certain time sensitive expectations apply. E-mails containing lesson plans, announcements of upcoming classroom visits or changes in schedules must be sent twenty-four hours in advance. This time frame makes it possible for the recipient to receive and

respond to the message, if necessary. Expecting that an email sent at night will be read by the start of the next school day is an unrealistic and therefore ineffective way of communicating.

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Each student teacher brings to the experience a unique combination of teaching characteristics and skills. Therefore, the goal of the student teaching experience is to provide the student with maximum

opportunity to perform to the degree which his or her personal interests, abilities, and individuality allow. Student teaching needs to be viewed as a partnership in teaching.

There are three major aspects to the student teacher's role during the semester: 1. her or his activities in the classroom, school and community;

2. participation in the weekly student teaching seminar; and 3. continued reflection and documentation of professional growth.

With regard to the school portion of the student teacher's experience, it is recommended that the student become involved in the instructional program of the classroom as soon as possible. Following a brief period of observation which will vary in length according to the needs and desires of people in each situation, the student teacher will gradually assume more responsibility for planning and instruction and the overall management of the classroom.

During the semester, the student teachers will engage in a variety of experiences in their placement classrooms, in their schools, and in the communities served by their schools. Experiences in the school and community are intended to enhance the quality of student teachers’ classroom practice and to help prepare teachers who are knowledgeable about and comfortable with the contexts in which they work. Throughout the semester, the student teacher is encouraged to be creative in her/his planning and teaching and to ask first before assuming that something cannot be done. It is recommended that the student teacher gain some experience in all areas prior to her/his two weeks of lead teaching. The specific roles that the cooperating teacher and student teacher will play during the lead teaching period (e.g., how often the cooperating teacher will leave the room) should be worked out in advance among all members of the triad.

The student teacher is expected to play an active role in determining the substance of her or his student teaching program and to become increasingly able to evaluate the effectiveness of her or his instruction. While the student teacher is generally expected to follow the existing school curriculum and all school and classroom rules and procedures, she or he is also expected to make original contributions to the classroom program within the boundaries set by existing programs and policies.

Finally, the student teacher should function as a regular staff member of the school in terms of professional behavior, arrival and departure times and attendance at all school functions such as team meetings, faculty meetings, inservice sessions, and parent/teacher meetings.

Student Teacher Responsibilities and Experiences

1. The student teacher is required to participate in the student teacher program orientation meeting that is held during the first week of university classes.

2. At the very beginning of the semester, the student teacher and cooperating teacher should discuss the following issues as part of the student teacher's orientation to the school and classroom:

 the nature of the community in which the school is located and the ways in which parents and other community members are involved in school affairs;

 personal philosophies of teaching and personal/professional backgrounds;

 curriculum content and curriculum materials;

 individual pupils;

 the classroom schedule, absences/punctuality, appropriate behavior, sensitivity to classroom and community, routines, and procedures;

 the decision making process as it will affect the student teacher; and

 how the student teacher will be introduced to the children, families, and school staff.

3. The student teacher will participate with his or her cooperating teacher and university supervisor in the writing of a Statement of Expectations. Prior to the Statement of Expectations conference, the student teacher will prepare a reflective self-assessment goal-setting statement (pg. 17). The student teacher will work with the supervisor and cooperating teacher in setting up a program for the student's gradual assumption of classroom responsibilities leading to a minimum of two lead teaching weeks.

4. Within the first two weeks of the semester the student teacher is required to submit to the university supervisor a schedule of the academic program in her or his classroom and to keep the supervisor informed of any changes in this schedule as the semester progresses (e.g., when the different subject areas are taught, planning times, etc.).

5. The student teacher should actively participate in regular conferences with the cooperating teacher and supervisor.

6. Student teaching is accompanied by a clinical supervision process. One purpose of this supervision is to aid in the development of good communication between the student teacher, cooperating teacher, and the university supervisor so that the student teacher has support in developing her/his teaching ability. Communication and a collegial relationship are important to the student teacher and other triad members in their professional development. In the pre-observation conference, the student informs the supervisor of observation focuses and her/his expectations for the lesson(s). (For sample ideas on observation focuses, see Appendix B.) The supervisor takes notes during the observation and shares them with the student teacher and cooperating teacher at the post-observation conference. This discussion gives triad members a chance to discuss classroom situations, pupils, technical skills, curriculum issues, societal considerations, etc., to help the student teacher clarify her/his ideas, analyze effectiveness, and make plans for improvement.

7. The student teacher will continue to address the standards and document her or his growth and experiences through the completion and exhibition of an electronic teaching portfolio.

8. In addition to the general program requirements for all student teachers and any additional requirements that are included in the Statement of Expectations, the following experiences are recommended for student teachers:

 experience in one-to-one, small group, multiple small-group and large-group teaching;

 experience in planning and teaching lessons in all content areas taught by the cooperating teacher. In those cases where content areas such as art, music, and physical education are taught by someone other than the cooperating teacher, it is recommended that the student teacher observe these classes with the consent of the special teachers;

 experience in designing and implementing lessons using a variety of instructional patterns (e.g., learning centers, leading discussions) and a variety of instructional media and other resources that are available in their school;

 experience in administering and interpreting standardized achievement tests, teacher-made tests, informal assessments, and keeping records of pupil growth as well as assisting with report cards;

 experience in planning and conducting a field trip;

 experience in participating in parent/teacher conferences, teacher/specialist conferences, team meetings, open-house programs, and home visits; and

 experience and/or discuss classroom set-up and closure procedures. 9. Evaluation of the university supervisor.

The Department of Curriculum & Instruction requires that each university supervisor is evaluated by her or his students and that these evaluations are discussed with the program directors at the end of each semester. More importantly, this evaluation gives the supervisor feedback about her or his performance and what changes she or he needs to make in the future. These evaluations are taken very seriously and efforts are always made to incorporate constructive suggestions into the supervisors' work and the overall program in the future. Although the written evaluations (see Appendix F) only need be completed at the end of the semester, supervisors would appreciate any verbal or written feedback prior to the end of the semester so that they can more effectively help students.

Although student teachers do not formally evaluate the supervision that is provided by their

cooperating teachers, cooperating teachers and student teachers might think about discussing similar issues raised in the supervisor evaluation form so that cooperating teachers will also have an

opportunity to improve their supervision of the student teachers. The issues that are raised in the evaluation form represent some of the more important aspects of student teacher supervision, and with the exception of those dealing with the university seminar, all of these items are equally appropriate for cooperating teachers.

10. General suggestions for the student teacher:

 Enter the student teaching experience with a positive, professional, and ethical attitude.

 Consider student teaching to be full-time task. Part-time jobs and/or heavy social engagements should be avoided if possible.

 Plan your budget for the student teaching semester. Students often find this semester to be more expensive due to increased transportation costs, additions to a "teaching" wardrobe, etc.

 Determine what is considered to be appropriate dress in your particular school and look the part of a professional.

 Spend as much time as possible with your cooperating teacher and university supervisor discussing the exact expectations for your performance.

 Look for ways to become involved from the very first day as you begin student teaching, and expect to give more assistance than you receive. Volunteer special assistance for individual students or small groups, playground duty, clubs, whole-school events, etc.

 Attend all required meetings. Faculty meetings, grade level meetings, and other meetings involving your cooperating teacher and school staff are “musts.”

 Return borrowed school materials or texts promptly.

 Develop a receptive attitude toward suggestions and criticisms. Constructive feedback from your cooperating teacher and university supervisor is essential for your continued growth as a

 Plan to give yourself some quiet time at the end of each day to reflect on the day's activities, lessons you have taught, your progress, and your plans for modifying or improving your teaching skills, interactions with students, etc. Writing in a teaching journal can be a productive way to process what you are experiencing and plan next steps.

 Keep communication lines open. Your cooperating teacher and university supervisor are there to help you in any way that they can. Ask for their advice and suggestions.

 If you open a file at the EPCS office and want your cooperating teacher and/or supervisor to write a letter of reference, you must ask them to put the letter on their school letterhead, with an

original signature, and provide a stamped-self addressed envelope for the cooperating teacher to send directly to EPCS. The supervisor can send it via campus mail.

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The cooperating teacher is the person who plays a fundamental role in any field experience program because he/she works most closely with the student teacher. This working relationship must be based upon mutual respect and understanding and fostered by empathy, openness, and trust. Student teaching should be viewed as a partnership in teaching. It must be emphasized that if the student teacher is able to assume the role of partner and co-teacher, an optimum environment is created for experiencing and evaluating various values and beliefs in the profession.

The cooperating teacher typically gives the student teacher a variety of classroom episodes to observe, analyze, and discuss. This on-the-spot observation of an experienced teacher handling a class in a wide variety of situations is invaluable to the student. As the student assumes responsibilities in the classroom, the cooperating teacher should observe the student's performance with the pupils and hold regular

conferences to discuss and assess the teaching.

When the student teacher enters a classroom, he/she should be made aware that many important decisions (e.g., curriculum, school and classroom procedures, etc.) have already been made prior to her/his arrival. It is important for the cooperating teacher to discuss with the student teacher why particular choices were made and why others are rejected concerning the curriculum, instructional methods, and classroom procedures and routines, so that the student teacher will gain some degree of understanding of the motives and rationales underlying particular policies. Cooperating teachers are encouraged to continue this practice of communicating the rationales underlying their classroom decisions as the semester proceeds. It should be emphasized that student teachers are preparing for a career in teaching and not solely for work in a particular classroom and school. Perhaps the most difficult and challenging responsibility of a cooperating teacher is allowing the student teacher to develop her/his own style, which may differ from the cooperating teacher's. This may mean the cooperating teacher will need to encourage the student teacher to be innovative and creative in the classroom even though this could involve risks for both. The University expects the student teacher to work within the general curriculum that has been established in a school and to follow all school rules and procedures. At the same time, we hope that the student teacher is given opportunities to try alternative instructional approaches and to develop curriculum materials in areas that have been approved by the cooperating teacher. Accepting a student teacher is an indication that the cooperating teacher welcomes this responsibility and understands the importance of the experience for the student teacher's growth.

The evaluation of the student teacher is a continuous process undertaken by the cooperating teacher, the university supervisor, and the student. DPI requires a minimum of two conferences with all triad members in attendance. The emphasis should be on the honest, positive study of behavior and growth, and on the use of a wide variety of tools and techniques to gather needed information. Student teachers invariably want to be evaluated; they want assistance in their teaching and they seek advice and

suggestions from their cooperating teacher and supervisor. They specifically need suggestions and constructive criticisms that are followed by an opportunity to concentrate on a given set of points, followed by a conference to discuss progress.

*Note: Successful completion of C&I 860: Supervision of Student Teachers is required of all Elementary

Education Program cooperating teachers who work with fulltime student teachers.

Responsibilities of Cooperating Teachers I. The Orientation of the Student Teacher

A. In preparation for the student teaching experience, the cooperating teacher should:

1) arrange a time to become familiar with the Teacher Education Student Teacher Standards and Performance Indicators, the program goals as outlined in this handbook, and the student teacher, particularly her/his previous experiences and in-progress teaching portfolio; 2) provide a work space and a locker or closet for the student teacher (a desk, if pos-

sible);

3) introduce the student teacher to the principal, staff, and parents; and 4) orient the student to the school and local community.

II. The cooperating teacher should prepare the student teacher for teaching by:

A. communicating school and classroom policies and procedures, the curriculum, the daily/semester schedule, and providing the student teacher with a class list, school handbook, curriculum guides, etc.;

B. participating in writing the Statement of Expectations that includes the student teacher’s reflective self-assessment goal-setting statement;

C. working with other members of the student teaching triad to set up a program for the student teacher's gradual assumption of all classroom responsibilities and building up to a minimum of two weeks of lead teaching. This plan should include provisions for student teacher involvement in all instructional tasks as well as non-instructional tasks such as home-school communication, parent conferences and staff development; and

D. working with the student teacher and university supervisor to set up a lesson plan format to be used by the student teacher. The student is required to provide the supervisor with comprehensive written plans prior to each formal observation. Cooperating teachers may also want to require written plans in addition to those required by the supervisor.

III. Supervision and Evaluation Responsibilities

A. The cooperating teacher will be asked to determine a pass/fail grade for the student teacher's work during the semester in conjunction with the university supervisor. This evaluation is based upon how well the student teacher has met the Teacher Education Standards and other criteria for assessment as explained on page 24.

B. Cooperating teachers are required to submit a written evaluation of the student teacher's work which will be included in the student’s teaching portfolio and filed in the UW student teaching office (room 556, Teacher Education Building). This needs to be done within two weeks after the student teacher's last day at school. Students may also choose to ask for a reference letter from the cooperating teacher (See Appendix D), to be placed in their job placement file.

C. The cooperating teacher should try to give daily feedback to the student teacher about lessons taught during a particular day and to discuss the student's plans for the following day.

D. It is recommended that the cooperating teacher attempt to conduct formal observations of the student teacher's teaching at least once per week. Formal observations are defined as those times when the cooperating teacher functions solely as an observer and are in addition to the informal observations that the cooperating teacher makes on a continual basis. The primary focus is on the student teacher's concerns, progress in teaching, lesson plans, etc. If possible, a regular weekly time should be scheduled for a conference to discuss these observations.

E. It is recommended that the cooperating teacher keep some form of written record summarizing her or his formal and informal observations of the student teacher's teaching.

F. The cooperating teacher should participate in at least two triad conferences (at mid-term and at the end of the semester). Cooperating teachers and university supervisors are encouraged to maintain close contact regarding the student teacher's work.

G. The cooperating teacher is required to sign two observation forms for a full-time student teacher, documenting the visits of the university supervisor. The university supervisor will provide these forms.

H. The cooperating teacher will support student teachers in collecting Standards evidence and the development of their electronic teaching portfolios.

The Cooperating Teacher as a Teacher Educator

The following questions are intended as a self-evaluation tool to assist cooperating teachers in carrying out their roles as teacher educators. Cooperating teachers are encouraged to discuss these and similar issues with their student teachers.

 Do I encourage confidence and creativity in my student teacher?

 Do I support her/him in developing her/his own teaching style?

 Do I allow her/him to solve problems in class without interference unless asked?

 Do I help her/him to feel comfortable in the classroom?

 Do I provide for a gradual assumption of teaching responsibilities?

 Do I provide tactful and constructive criticism of her/his teaching practices?

 Am I open and willing to discuss problems and issues with her/him?

 Do I encourage her/him to interact with other staff members,, families, and the neighborhood community in formal and informal ways?

 Do I provide her/him with responsibilities that are appropriate for her/his growth as a teacher?

 Do I support her/him so that she/he has confidence and feels well-prepared and in charge during her/his lead teaching weeks?

 Do I share my reasons, rationales, and reflections on curriculum and classroom organization with my student teacher?

 Do I make time on a regular basis for checking in, planning, reflecting, evaluating, and discussing issues with my student teacher?

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The university supervisor is the official representative of the university who assumes responsibility for the supervision of student teachers, serves as the liaison between the School of Education and the cooperating schools’ personnel, and helps establish and maintain positive relationships between the university and schools. Through classroom observations, conferences, and the weekly seminar the supervisor helps the student teacher in the development of her/his own philosophy of education and classroom practice.

The university supervisor must make at least

four one-hour observation

visits throughout the

semester, with at least

two

of these visits followed by a three-way conference involving the

student, cooperating teacher, and university supervisor. Written evaluations of each observation

must be completed and included in the student’s permanent file (

two weeks

after the first 10

weeks of the semester [mid-term] and

teaching (room 556, Teacher Education Building).

. The focus of these visits will vary and will depend upon the needs of individual student teachers. The usual practice for an observation visit is for the supervisor to arrange a pre-conference with the student to discuss the lesson plan, followed by an observation and analysis of at least one lesson or activity, and concluding with a two or three-way post-observation conference. The supervisor will write notes during each observation and share them with the student teacher and cooperating teacher. The emphasis throughout the semester should be to establish a partnership between the cooperating teacher, student teacher, and supervisor and to maintain the closest possible working relationship.

At the end of the semester, the supervisor, in conjunction with the cooperating teacher, will determine a pass/fail grade for the student's work during the semester. In addition, the supervisor will write a letter of evaluation to be placed in the student teacher's university file within two weeks of the student teacher’s last day of student teaching (room 556, Teacher Education Building).

The supervisor is responsible for conducting the weekly student teaching seminar and will determine a letter grade for the student teacher's work in the seminar. The supervisor is expected to provide each cooperating teacher with a copy of the syllabus for the seminar within the first few weeks of the semester. The supervisor will participate in the campus-based student teacher orientation at the beginning of the semester and attend any additional orientation meetings that include cooperating teachers and/or student teachers. In addition, the supervisor may hold an in-building orientation for her/his student teachers and cooperating teachers.

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A cooperating principal is a building administrator who has one or more student teachers assigned to her or his school. While the cooperating principal is not usually directly involved in the training of the student teacher, she or he can play an important role in the student teaching experience.

Student Teacher Placement and Orientation

Each semester Education Academic Service (EAS) solicits qualified individual teachers for student teaching placements. Each cooperating principal reviews the names for approval and signs the solicitation form. During the first few weeks of the student teaching semester, it is suggested that the principal plan time to meet the student teachers in her or his building.

The Role of the Cooperating Principal During the Semester

It is suggested that the principal include student teachers in all general staff activities such as faculty meetings, inservice sessions, and staff social activities. While the principal is not usually directly involved in the daily supervision of the student teacher, she or he is encouraged to observe the student teacher at least a few times during the semester and to meet with the student teacher following these observations. If possible, the principal should conduct a mock job interview with the student teachers in her or his building near the end of the semester to help prepare them for the job search process. In the past, student teachers have found these job placement-related interactions with their cooperating principals to be extremely helpful.

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REFLECTIVE SELF-ASSESSMENT – In preparation for the initial Statement of Expectations

conference, each student teacher will prepare a written reflection (no more than 2 pages) of his/her current level of development with regard to the University of Wisconsin-Madison Teacher Education Standards (Appendix A). Referring to the standards, the student teacher will reflect upon what she/he feels they have accomplished thus far in the program, and what areas they would like to work on and strengthen during the student teaching semester. It is not necessary to address every standard in this reflection. The written reflection will be given to the university supervisor and cooperating teacher prior to the initial triad conference and will be used as a resource during the conference in planning the student teaching semester.

STATEMENT OF EXPECTATIONS – Each student teacher and his or her cooperating teacher and university supervisor should construct a Statement of Expectations for the twenty-week student teaching experience at the beginning of the semester. Other and more context-specific requirements for the student teacher are agreed upon during the process of writing the Statement of Expectations and should be

included in the Statement. See the section Statement of Expectations (p. 21 ) for more details. SEMINAR – This is a required, two credit course that is taken concurrently with the student teaching practicum. The student teacher will receive a letter grade for the seminar, which is separate from the grade in student teaching. The student teacher is expected to attend all seminar sessions, participate actively, and complete all seminar requirements. A list of the seminar topics and assignments will be provided to both the student teacher and cooperating teacher during the first few weeks of the semester. JOURNAL – The student teacher is required to keep a journal related to his or her student teaching experience according to guidelines that are provided by the university supervisor. These journals (although not graded) will be collected on a regular basis by supervisors and are considered an important part of the supervisory process.

WRITTEN LESSON PLANS – The student teacher is required to prepare comprehensive written lesson plans (according to a format agreed upon by all members of the triad) each time the university supervisor observes. The cooperating teacher may also require written lesson plans over and above those that are required for the university supervisor.

UNIT OF STUDY – Each student teacher is required to plan and implement a unit of study, which is usually culminated during lead teaching.

LEAD TEACHING – Lead teaching will occur after the gradual assumption of instructional and non- instructional classroom responsibilities, building up to a minimum of two weeks of lead teaching. The specific nature of lead teaching (including when it will occur) will be negotiated and defined somewhat differently by each student teaching triad. It is suggested that the student teacher assume responsibility for lead teaching either one-half day or one full-day per week prior to lead teaching. This should give the

cooperating teacher and student teacher a good idea of whether the student is ready for lead teaching and the student's experiences during this initial attempt at full responsibility can be used to plan for the student's work during lead teaching. Lead teaching can be either consecutive or split in some way. It is recommended that lead teaching not be planned for the last week of the semester so that the cooperating teacher will have time to re-assume responsibilities for the class before the student teacher leaves.

An initial agreement regarding the assumption of teaching responsibilities should be reached as part of the process of writing a Statement of Expectations. Of course, this initial agreement may be modified as the semester progresses.

CLASSROOM OBSERVATIONS – The student teacher is required to conduct a minimum of three observations in classrooms other than the primary site. The supervisor will provide more specific information regarding the nature of these observations. The student teacher is expected to arrange times for these visits with the teachers of these classrooms and her/his cooperating teacher well in advance of the scheduled dates. The student teacher should plan these visits in consultation with both the

cooperating teacher and university supervisor.

ON-GOING COMMUNITY EXPERIENCE – All elementary education students are required to engage in on-going community experiences beyond the initial community-based practicum. This requirement is intended to assist students in building caring, respectful relationships with families and community members and to learn from them in ways that will productively impact intercultural competence,

classroom practice, student advocacy, and home-school-community relations. The supervisor will clarify specific expectations, share information about available options, and provide opportunities to reflect on how these experiences impact teaching.

TEACHING PORTFOLIO – Each student is required to continue the development of an electronic teaching portfolio relating to course work and field experiences according to guidelines that are provided by the university supervisor. Upon completion of the student teaching semester, the student teacher will present the electronic teaching portfolio to their university supervisor and will present a portion of their portfolio at a public portfolio presentation. Cooperating teachers are encouraged to provide their student teacher with some classroom release time so that she/he can work on the electronic teaching portfolio.

NOTE: These program requirements may be modified in the case of some students, e.g. international, Partnership Network Program, and special students. All modifications must be arranged with one of the program directors.

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Because of the relatively brief nature of this experience, international student teachers are not expected to complete the same program requirements as student teachers who will complete their entire student teaching experience in the U.S. There are also differences between the U.S. portion of the international student teacher program and what regular student teachers experience. The U.S. portion of the

international student teaching program consists of four and one-half full days per week in a classroom (and one half-day per week in seminar) for ten weeks. Following is a discussion of those program requirements which international student teachers are expected to fulfill during their ten-week U.S. student teaching experience:

REFLECTIVE SELF-ASSESSMENT- In preparation for the initial Statement of Expectations conference, each student teacher will prepare a written reflection (no more than 2 pages) of his/her current level of development with regard to the University of Wisconsin-Madison Teacher Education Standards (Appendix A). Referring to the standards, the student teacher will reflect upon what she/he feels have been accomplished thus far in the program, and to what areas that should be worked on and strengthened during the student teaching semester. It is not necessary to address every standard in this reflection. The

written reflection will be given to the university supervisor and cooperating teacher prior to the initial triad conference and will be used as a resource during the conference in planning the student teaching semester.

STATEMENT OF EXPECTATIONS – Each international student teacher and his or her cooperating teacher and university supervisor should construct a Statement of Expectations for the ten-week

experience at the beginning of the semester. Other and more context-specific requirements for the student teacher are agreed upon during the process of writing the Statement of Expectations and should be

included in the Statement. See the section Statement of Expectations (p. 21) for more details.

SEMINAR – International students should attend the weekly student teaching seminars. Students are strongly encouraged to complete all seminar requirements prior to leaving for international student teaching. A list of the seminar topics and assignments will be provided to both the student teacher and cooperating teacher during the first few weeks of the semester.

JOURNAL – The student teacher is required to keep a journal related to her/his student teaching experience according to guidelines that are provided by the university supervisor. These journals (although not graded) will be collected on a regular basis by supervisors and are considered an important part of the supervisory process.

WRITTEN LESSON PLANS – The student teacher is required to provide comprehensive written lesson plans each time the university supervisor observes. The university supervisor will observe the

international student teacher at least three times during the ten-week U.S.-based experience. The specific format to be used for these written plans should be discussed and agreed upon by the student teacher, cooperating teacher and university supervisor. The cooperating teacher may require written lesson plans in addition to those that are required by the university supervisor. Requirements for these additional written lesson plans should be included in the Statement of Expectations.

UNIT OF STUDY – Each international student teacher is required to plan and implement a unit of study consisting of two-three lessons related to a common theme or topic. The lessons within this unit should build upon one another and can be related to any content area(s) in the school curriculum.

LEAD TEACHING – Lead teaching for the international student teacher will occur after the gradual assumption of instructional and non-instructional classroom responsibilities, and will consist of a

minimum of one week of full classroom responsibility. During this week, the student teacher should assume major responsibility for instruction of all content areas and for the management of the classroom program. The student teacher and cooperating teacher are encouraged to plan for more lead teaching to prepare the students for teaching abroad where they may not have as much guidance or support. An initial agreement regarding the assumption of teaching responsibilities should be reached as part of the process of writing a Statement of Expectations. Of course, this initial agreement may be modified as the semester progresses.

CLASSROOM OBSERVATIONS – The international student teacher is required to conduct a minimum of two observations in classrooms other than their program site. The supervisor will provide more specific information regarding the nature of these observations. The student teacher is expected to arrange times for these visits with the teachers of these classrooms and the cooperating teacher well in advance of the scheduled dates. The student teacher should plan these visits in consultation with both the cooperating teacher and university supervisor.

ON-GOING COMMUNITY EXPERIENCE – All elementary education students are required to engage in on-going community experiences beyond the initial community-based practicum. This requirement is intended to assist students in building caring, respectful relationships with families and community members and to learn from them in ways that will productively impact intercultural competence,